FLE does not impose any arbitrary definition of what constitutes a family. It emphasizes processes that help people develop into healthy adults and work together in close relationships and processes that help people bring out the best in others.
Family Life Educator
FAMILY LIFE EDUCATION
Family life education (FLE) is any organized effort to provide people with information, skills, experiences or resources intended to strengthen, improve, or enrich their family experience. The objective of family life education is to enrich and improve the quality of individual and family life.
FLE does not impose any arbitrary definition of what constitutes a family. It emphasizes processes that help people develop into healthy adults and work together in close relationships and processes that help people bring out the best in others.
THE WORK OF FAMILY LIFE EDUCATORS
Family life educators use many methods and settings to provide training to people who want to be more effective family members.
THE NEED FOR FAMILY LIFE EDUCATION
We can prepare our citizens for the challenges of family life or we can pay a large and enduring social cost. Families face substantial challenges. Stresses come from many directions and impose great burdens on families. There was a time when most young people got family life training in informal apprenticeships with their parents.
Today, with greater challenges than ever before, we provide less training and preparation for family roles than we have in the past.
It is no wonder that families feel overwhelmed by the challenges they face.
Since 1985, the National Council on Family Relations (NCFR) has sponsored the only national program to certify family life educators. Certified Family Life Educators (CFLE) have training and experience in ten vital areas of family life education:
1. Families and Individuals in Societal Contexts
2. Internal Dynamics of Families
3. Human Growth and Development Across the Lifespan
4. Human Sexuality
5. Interpersonal Relationships
6. Family Resource Management
7. Parent Education and Guidance
8. Family Law and Public Policy
9. Professional Ethics and Practice
10. Family Life Education Methodology
6. Family Resource Management
7. Parent Education and Guidance
8. Family Law and Public Policy
9. Professional Ethics and Practice
10. Family Life Education Methodology
Many people feel that they know a lot about families because they grew up in one. Yet there are recent discoveries in family process that may surprise many people. Many of the processes that people assume to be helpful in families are not. Research continues to show new and better ways to become vibrant individuals, strengthen couple relationships, and raise healthy, balanced children. Examples of a few of the intriguing discoveries people should know include the following . . .
Over the years many family professionals assumed that there was one best kind of relationship. Contrary to expectation, research by John Gottman shows that it doesn’t matter which of three primary kinds of couple relationship one has–volatile, avoidant or validating–all can be satisfying and enduring. But it does matter that we give five positives for each negative. Positivity is the key to closeness.
• Kindness may be more important in family relationships than communication skills.
• Children’s character and moral development may depend more on the
cultivation of empathy than anything else.
• One characteristic of resilient children–those who flourish in spite of
challenges–is that they have someone in their lives who is crazy about
them.
• Teens that focus on serving others are less likely to get in trouble or drop
out of school.
• The healthiest people are not the most realistic. Research shows that the
healthiest people tend to be unrealistically optimistic.
• Emphasis on self-esteem may have created more problems than it
solved.
• New discoveries in positive psychology provide better ways to thrive.
• We instinctively hope to solve problems by studying them, yet those
who focus on problems in their relationships may create greater problems. Those who focus on strengths tend to transcend many problems.
• Controlling stress is not done by avoiding it, as much as using the resources we have and managing the way we think about it.